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From 0 to 100% in a year - embedding information literacy in a complex setting. Haerkoenen

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Presented at LILAC 2008

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From 0 to 100% in a year - embedding information literacy in a complex setting. Haerkoenen

  1. 1. From 0 to 100% in a year - embedding Information Literacy in a complex setting Sonja Haerkoenen Cardiff University
  2. 2. Sonja Haerkoenen, Cardiff University Overview  School setting  Previous IL provision  Negotiation process  Practical implementation  Lessons learned  What next?
  3. 3. Sonja Haerkoenen, Cardiff University School setting School of European Studies 5 sections  French  German  Hispanic Studies  Italian  Politics 5 separate library representatives 5 different organisational structures 5 varying pedagogical approaches
  4. 4. Sonja Haerkoenen, Cardiff University Previous IL provision  Brief Cephalonian Method induction during registration week  No information literacy teaching  Some experimentation with voluntary sessions
  5. 5. Sonja Haerkoenen, Cardiff University Negotiation process Essential skills (1) Good knowledge of IL theory Positive outlook Enthusiasm A variety of ideas Awareness of School environment
  6. 6. Sonja Haerkoenen, Cardiff University Negotiation process Essential skills (2) Flexible approach Fair attitude Ability to take on coordinating role Organisation skills Firm presence Persistence …
  7. 7. Sonja Haerkoenen, Cardiff University Negotiation process Enabling local solutions (1) Talk to keen members of academic staff Arrange trials for individual modules Get staff and student feedback Maintain a continuous presence in School Bring all stakeholders together
  8. 8. Sonja Haerkoenen, Cardiff University Negotiation process Enabling local solutions (2) Demonstrate advantages of embedding IL Present examples of hand-outs/slides Allow time for discussion amongst colleagues Maintain the need for consistency and cohesion Highlight flexibility re. individual section requirements
  9. 9. Sonja Haerkoenen, Cardiff University Negotiation process Timeline (1)  December 2006 Initial strategic meeting  January 2007 Library representatives consult within sections  Agreements with 2 sections, 2 possible, 1 no  February 2007 Attendance of section staff meeting  Agreements with 3 sections, 1 possible, 1 no
  10. 10. Sonja Haerkoenen, Cardiff University Negotiation process Timeline (2)  April 2007 Student consultation, attendance of Board of Studies meeting  Agreements with 3 sections, 2 possible  May 2007 Further internal discussions thanks to enthusiastic members of academic staff  Agreements with 4 sections, 1 possible  June 2007 Follow-up emails to library representatives and other key members of staff  Consensus – Agreements with all 5 sections
  11. 11. Sonja Haerkoenen, Cardiff University Practical implementation – setup One lecture per section Core, compulsory modules Online tutorials on citing references Workshops in groups of max. 20 students Tailored to reflect module context One section to trial direct skills assessment
  12. 12. Sonja Haerkoenen, Cardiff University Practical implementation – content Basic IL skills quiz in the lecture Techniques for searching databases Citing references online tutorials Voyager exercises to find books + journals Practical examples of websites Discussion on evaluating information Getting more help and support
  13. 13. Sonja Haerkoenen, Cardiff University Practical implementation – timeline  German end Oct 07, 40 students, 4 workshops  Italian end Oct 07, 58 students, 5 workshops  French mid Nov 07, 64 students, 6 workshops  Politics mid/end Nov 07, 130 students, 8 workshops  Hispanic end March 08, 120? students, 6 workshops  Overall teaching commitment: 5 lectures + 29 workshops (≈ 410 students)
  14. 14. Sonja Haerkoenen, Cardiff University Lessons learned Positive student reaction:  Student interest in compulsory sessions assisted negotiations (consultation + feedback from previous voluntary workshops)  75% would recommend attending these sessions to colleagues  86% found the sessions useful  95% thought the topics were covered clearly and effectively
  15. 15. Sonja Haerkoenen, Cardiff University Lessons learned Room for improvement:  Some overlap for joint honours students  Students prefer sessions a.s.a.p. in academic year  Should be fully integrated into timetables, not additional or in reading week  Basic IL covered, follow-up in year 2 needed for advanced skills  Considerable staff effort to organise slots and create customised materials
  16. 16. Sonja Haerkoenen, Cardiff University What next?  Harmonise sections re. timetabling sessions (in scheduled module contact hours)  Coordinate with academic colleagues to move all workshops into semester 1, Oct-Nov  Discuss follow-up workshops in year 2  Gather feedback from academic staff on improvements in students‘ work  Investigate formalised assessments School-wide
  17. 17. Sonja Haerkoenen, Cardiff University Thank you for your interest and attention! Sonja Haerkoenen HaerkoenenS@cardiff.ac.uk

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